Abstract:  It is interesting to find out what we think of when we talk about education today. In this study we are interested in looking into how ‘knowledge’ is transferred in our education system. Perhaps I should rephrase it to a more intimate level, ’how knowledge is re-presented in the process of teaching and learning’. The first part of this talk is to walk you through a ‘knowledge path’ which will give us a general picture of what we are addressing in this series of talks. The path will identify five main activities in the course of teaching and learning and how they are involved in knowledge representation. The processes we will come across are constructing, de-constructing and re-constructing of knowledge at different stages along the path. It is indeed the multimodal re-presentation of knowledge that has captured our attention and interest. The second part of the talk is to discuss an investigation of ELT textbooks used in Hong Kong. The teaching and learning multiliteracy and visual literacy is becoming significant since students are increasingly surrounded by multimodal forms of texts (Kress, 2003; Unsworth, 2001). Kress (2003) also argues that by offering important information beyond what is available in the printed text, visual representations can play an important role in cognitive processing, and it may supplement or even replace the written word. On one hand, given the high popularity and common adoption of ELT textbooks for primary and secondary schooling, ELT textbooks would be the valuable recourses to explore the teaching and learning multiliteracy and visual literacy. On the other hand, ELT textbooks are able to reflect students’ development of visual literacy expected by textbooks designers. Therefore, multiliteracy development reflected in textbooks can be investigated in order to provide teachers and educators a deep and rich understanding of the expected developmental trajectory, which will be beneficial to inform teaching pedagogy for all the years of schooling (Christie, 2008).